Lesson Plan

Lesson Title: Using Changes in Tone of Voice to Vary Dramatic Effect (by studying the poem ‘Quiet Kid’)

Key Stage: 4

National Curriculum Targets:

2.1 d. Reflect and comment critically on their own and others’ performances.

2.1 j. Work purposefully in groups, negotiating and building on the contributions of others to complete tasks or reach consensus.

2.1 l. Select different dramatic techniques to convey action, character, atmosphere and tension, and justify choices.

Cross-Curricular Elements: Drama, PSHE, Citizenship

Further Learning Opportunities:Homework Sheet- Rhetorical Questions in TV and Movie Drama

Timing / Teaching and Learning
Focus the Learning - Learning Objectives:
1. To understand how the meaning of a phrase depends on the way it’s said.
2. To be able to speak phrases, including rhetorical questions, in different ways to achieve different dramatic effects. / By the end of the Lesson:
All students must understand that how dialogue is spoken varies its meaning. (L4)
Most students should be able to demonstrate changing their own tone of voice to affect the meaning of their dialogue.(L6)
Some students could devise drama which includes changes in vocal tone to achieve specific dramatic effects. (L7)
Extend / Reinforce the Learning:
Homework: / Homework sheet. Record examples of rhetorical questions heard in TV and movie dramas, and their dramatic effect.
Teachers who don’t want their class to take their books home will need to give lined paper for the homework, as well as the task sheet.
Begin the Learning - Starter: / 10
mins / 1.Ask the students to stand in a circle. With no further direction or guidance, ask each student, in turn, to say ‘well done’. Most will say it flatly.
2. Once each student has said, ‘well done’, draw attention to students who have said it differently (for example, sarcastically), then ask how else ‘well done’ could be said, to give it a different meaning.
3. Go around the circle again. This time, the students try to say ‘well done’, in a different way from the others. If they wish, they are allowed to add a facial expression or physical action.
4. State the learning objectives and point out to the students they’ve already begun to achieve them.
Continue the Learning - Activities: / 40
mins / 1. Divide the students into seven small groups. If the class has done the other (classroom-based) lesson on this poem, the groups should be the same as for that lesson.
2. Each group chooses a word or phrase. They then work out a way in which each person can say the phrase differently, in order to change its meaning.(5 mins)
3. The groups show their work to the class. (5 mins)
4. The teacher allocates each group one of the seven rhetorical questions from the poem ‘Quiet Kid’.
5. The groups then produce three very short dramas (maximum thirty seconds each). In each drama, their allocated rhetorical question should be said in a way in which it takes on a different meaning. (10 mins)
6. Each group produces a short drama of their own devising. The only rule is that each character’s dialogue must include at least one rhetorical question.In order to allow the students to explore their creativity, there should be no other rules. Having said this, with groups of very high ability, an additional challenge could be to insist their dialogue is composed exclusively of rhetorical questions. (20 mins)
Supporting / Developing the Learning – Differentiation: / Students / Target groups likely to need support
1. Shy students should be praised for any expression in front of the whole class.
2. Low-ability students will need help from teacher/classroom support in devising their their dramas.
3. Teacher to ask lower-ability students to peer assess dramas which attain the LOs most clearly. / Students likely to need extension work
1. Very high-ability students may be asked to produce drama consisting exclusively of rhetorical questions.
2. More confident groups can be asked to perform their dramas to the whole class.
Celebrating the Learning – Plenary: / 10
mins / 1. Groups are encouraged to show their self-devised dramas to the class. Although it’s best if every group does this, do not insist that every group performs. The main point is that every student has a go. Some students will withdraw if they’re told they’ll have to perform.
One carrot to encourage performance is to tell students that as part of their GCSE in English, they’ll have to perform in front of the class. Therefore, this is a risk-free opportunity to get some experience at doing this.
2. After a group performs, ask other students to peer-evaluate the work they’ve seen, with reference to the LOs.
Again, it’s likely to be helpful to point out that at GCSE, informed comments on what the students have heard will be creditworthy evidence of attentive listening.
Management of Resources / Drama room desirable, although this lesson can be delivered in a classroom.
Copies of the poem ‘Quiet Kid’
Homework Sheet- Examples of rhetorical questions from TV and movie dramas, and their dramatic effect.
Lined paper for homework (for groups who aren’t allowed to take their books home)
Equal Opportunities & Social / Moral / Cultural considerations / Enhance awareness that people’s personalities, backgrounds and experiences will affect how they express themselves verbally.
Health and Safety Considerations / As per school policy for movement of people and furniture. Additionally, the nature of this lesson requires that ‘Drama Studio’ rules apply, wherever the lesson takes place.